Would you rather receive $100 today or wait for a year and then receive $150? The ability to delay immediate gratification for a potentially greater payout in the future is associated with greater wealth. Several studies have shown that the poor tend to opt for immediate rewards even if they are lower, whereas the wealthy are willing to wait for greater rewards. One obvious reason for this difference is the immediate need for money. If food has to be purchased and electricity or water bills have to be paid, then the instant “reward” is a matter of necessity. Wealthier people can easily delay the reward because their basic needs for food, shelter and clothing are already met.

Unfortunately, escaping from poverty often requires the ability to delay gratification for a greater payout in the future. Classic examples are the pursuit of higher education and the acquisition of specialized professional skills which can lead to better-paying jobs in the future. Attending vocational school, trade school or college paves the way for higher future wages, but one has to forego income during the educational period and even incur additional debt by taking out educational loans. Another example is of delayed gratification is to invest capital – whether it is purchasing a farming tool that increases productivity or investing in the stock market – which in turn can yield greater pay-out. However, if the poor are unable to pursue more education or make other investments that will increase their income, they remain stuck in a vicious cycle of increasing poverty.

Understanding the precise reasons for why people living in poverty often make decisions that seem short-sighted, such as foregoing more education or taking on high-interest short-term loans, is the first step to help them escape poverty. The obvious common-sense fix is to ensure that the basic needs of all citizens – food, shelter, clothing, health and personal safety – are met, so that they no longer have to use all new funds for survival. This is obviously easier in the developed world, but it is not a trivial matter considering that the USA – supposedly the richest country in the world – has an alarmingly high poverty rate. It is estimated that more than 40 million people in the US live in poverty, fearing hunger and eviction from their homes. But just taking care of these basic needs may not be enough to help citizens escape poverty. A recent research study by Jon Jachimowicz at Columbia University and his colleagues investigated “myopic” (short-sighted) decision-making of people with lower income and identified an important new factor: community trust.

The researchers first used an online questionnaire (647 participants) to assess trust and asked participants to choose between a payoff in the near future that is smaller and a larger pay-off in the distant future. They also measured community trust by asking participants to agree or disagree with statements such as “There are advantages to living in my neighborhood” or I would like my child(ren) to be raised in the neighborhood I currently live in”. They found that lower income participants were more likely to act in a short-sighted manner if they had low levels of trust in their communities. In a second online experiment, the researchers recruited roughly 100 participants from each state in the US and assessed their community trust levels. They then obtained real-world data on payday loans – a sign of very short-sighted financial decision-making because people take out cash advances at extraordinarily high interest rates that have to be paid back when they get their paycheck – for each state. They found that the average community trust for each state was related to the use of payday loans. In states with high average community trust ratings, people were less likely to take out these payday loans, and this trend remained even when the researchers took into account unemployment rates and savings rates for each state.

Even though these findings all pointed to a clear relationship between community trust and sound financial decision-making, the results did not prove that increased community trust is an underlying cause that helps improve the soundness of financial decisions. To test this relationship in a real-world setting, the researchers conducted a study in rural Bangladesh by collaborating with an international development organization based in Bangladesh. The vast majority of participants in this study were poor even by Bangladeshi standards, earning less than $1/day per household member. The researchers adapted the community trust questionnaire and the assessment of financial decision-making for the rural population, with live interviewers asking the questions and filling out the responses for the participants. After assessing community trust and the willingness to delay financial rewards for greater payouts in the future, half of the participants received a two year intervention to increase community trust. This intervention involved volunteers from the community that acted as intermediaries between the local government and the rural population, providing input into local governance and community-level decisions (for example in the distribution of social benefits and the allocation of funds for development projects).

At the end of the two year period, participants who had received the community intervention showed significant increases in their community trust levels and they also improved their financial decision-making. They were more likely to forego immediate lower financial rewards for greater future rewards when compared to the villagers who did not receive any special intervention.

By combining correlational data from the United States with an actual real-world intervention to build community trust, the researchers show how important it is to build trust when we want to help fellow humans escape the “poverty trap“. This is just an initial study with a limited group of participants and a narrow intervention that needs to be replicated in other societies and with long-term observation of the results to see how persistent the effects are. But the results should make all of us realize that just creating “jobs, jobs, jobs” is not enough. We need to invest in the infrastructures of communities and help citizens realize that they are respected members of society with a voice. Empowering individuals and ensuring their safety, dignity and human rights are necessary steps if we are serious about battling poverty.

What is the externalization society? According to Lessenich, this expression describes how developed countries such as the United States, Japan and Germany transfer or externalize risks and burdens to developing countries in South America, Africa and Asia. The Bento Rodrigues disaster is an example of the environmental risk that is externalized. Extracting metals that are predominantly used by technology-hungry consumers in developed countries invariably generates toxic waste which poses a great risk for the indigenous population of many developing countries. The externalized environmental risks are not limited to those associated with mining raw materials. The developed world is also increasingly exporting its trash into the third world.

The US, for example, are the world’s largest exporter of paper trash, exporting scrap paper worth US$ 3.1 billion each year. The US is also the largest producer of electronic waste (E-Waste), estimated at more than 7 million tons of E-Waste per year (PDF). Every new smartphone or tablet release generates mountains of E-Waste as consumers discard their older devices. Re-cycling the older devices sounds like a reasonable solution bu true recycling and re-using of electronic components is quite costly and time-consuming. It is also often not clear which electronic components of devices actually get recycled. To track the fate of discarded electronic devices, Jim Puckett from the Basel Action Network and his colleagues placed GPS-trackers in old electronics dropped off at US-based recycling centers. They found that a third of the “recycled” electronics were shipped overseas to countries such as Mexico, Taiwan, China, Pakistan, Thailand and Kenya. Puckett used the GPS signal to identify the sites where the E-Waste ended up and visited such a location in Hong Kong, where he found that the “recycled” electronics were being dismantled in junkyards by migrant workers from mainland China who were not wearing any protective clothing that would have protected them from hazardous materials released during the extraction of salvageable E-Waste materials. There are many regulations that restrict the trading of E-Waste but the United Nations Environment Program (UNEP) estimates that up to 90% of the world’s E-Waste is traded or dumped illegally. This means that even though dropping off old devices at a recycling center may alleviate the conscience of consumers, a significant number of these will not be re-used but instead shipped off to junkyards in other countries – without appropriate monitoring of how these electronic waste products will affect the local environment and health of the population.

Exporting environmental risks to developing countries by either outsourcing high-risk extraction of raw materials or simply dumping waste is just one example of externalization according the Lessenich. Externalizing occupational health risks and poverty by severely under-paying workers are other examples. Bangladesh has now emerged as one of the world’s largest manufacturers of clothing because of its cheap labor. In 2011, the typical monthly wage of a garment industry worker in Bangladesh was estimated at $91 per month – roughly one and a half dollars per day! In addition to this dismally low pay, garment factory workers in Bangladesh also face terrible occupational risks. The collapse of the Rana Plaza garment factory building in 2013 which called over 1,100 people and injured more than 2,500 people is just one example of the occupational risks faced by the workers.

Lessenich’s concept of the externalization society isn’t just another critique of the global inequality that we so often hear about. The fundamental principle of the externalization society put forth by Lessenich is the interdependence between the “imperial lifestyle” of wealth and comfort in the developed world and the “wretched lifestyle” of poverty and hardship in the developing world. If those of us who live in the developed world want the convenience of upgrading our smartphones every few years or buying cheap cotton t-shirts, then we need those who manufacture these products in the developing world to be paid lousy wages. If those workers were paid humane wages and their employers instituted appropriate occupational safety measures, as well as health and disability insurance plans that are routine in most parts of the developed world, then the cost of the products would be incompatible with our current economy and lifestyle which are fueled by consumerism and the capitalist imperative of incessant growth.

The pillars of the externalization society are indifference and ignorance. We are indifferent because we see the differential in lifestyle as a Selbstverständlichkeit – a German word for obviousness or taken-for-grantedness. They were born in developing countries, so of course they have to struggle – tough luck, they ended up with the wrong lottery tickets. This Selbstverständlichkeit also extends to the limited mobility of the people born in the developing world. They lack the birthright of the developing world citizens whose passports allow them to either travel visa-free or obtain a visa to nearly any country in the world with minimal effort. This veneer of Selbstverständlichkeit is easiest to maintain if “they” and “their” problems are invisible and thus allow us to ignore the interdependence between our good fortune and their misery. We might see images of the toxic flood in Brazil but few, if any, members of the externalization society will link the mining of cheap iron in Brazil to the utensils they use in their everyday life.

A decade ago, disposable single-use coffee pods such as the Keurig K-cups or the Nespresso pods were extremely rare but by 2014, K-cup manufactures sold a mind-boggling 9 billion K-cups! A new need for disposable products that had previously been met by standard coffee machines arose without considering the environmental and global impact of this need. In theory, the K-cups are recyclable but this would require careful separating of the paper, plastic and the aluminum top. It is not clear how many K-cups are properly recycled, and the E-Waste example shows that even if items are transported to recycling centers, that does not necessarily mean that they will be successfully recycled. Prior to the advent coffee pods, our coffee demands had been easily met without generating additional mountains of disposable plastic and aluminum coffee pod trash. Out of nowhere, there arose a new need for aluminum which again is extracted from the aluminum ore bauxite – another process that generates toxic waste. Instead of feeling a sense of absolution when we drop a disposable item into a recycling bin, we should simply curtail unnecessary consumption of products in disposable containers.

How do we overcome the externalization society? We can make concerted efforts through advocacy, education and regulations that restrict exporting environmental waste, improve health and safety conditions for workers in the developing world and try to restrict our consumerist excesses by clarifying the interdependence between wealth in the externalization society and the poverty in the developing world as well as the moral imperative to abrogate the inequality and asymmetry. Numerous advocates have already attempted this approach for the past decades with limited success. Maybe instead of appealing to the ethics of interdependence, a more effective approach may be to educate each other about the consequences of the interdependence. When millions of refugees show up at the doorstep of the externalization society, “they” are no longer invisible. One can blame wars, religious extremism and political ideologies for the misery of the refugees but it becomes harder to ignore the extent and central role of the underlying inequality. Creating humane working and living conditions for people in the developing world is perhaps the most effective way to stop the so-called “refugee crisis“.

Global climate change is another threat to the externalization society, a threat of its own making. Transferring carbon footprints and pollution to other countries does not change the fact that the whole planet is suffering from the consequences of climate change. Political leaders of the externalization society often demand the closing of borders, erecting walls and expanding their armed forces so they are less likely to have to confront the victims of their externalization but no army or wall is strong enough to lower the rising water levels or stabilize the climate. The externalization society will end not because of a crisis of conscience but because its excesses are undermining its own existence.

Words are routinely abused by those in power to manipulate us but we should be most vigilant when we encounter a new class of “plastic words“. What are these plastic words? In 1988, the German linguist Uwe Pörksen published his landmark book “Plastikwörter:Die Sprache einer internationalen Diktatur” (literal translation into English: “Plastic words: The language of an international dictatorship“) in which he describes the emergence and steady expansion during the latter half of the 20th century of selected words that are incredibly malleable yet empty when it comes to their actual meaning. Plastic words have surreptitiously seeped into our everyday language and dictate how we think. They have been imported from the languages of science, technology and mathematics, and thus appear to be imbued with their authority. When used in a scientific or technological context, these words are characterized by precise and narrow definitions, however this precision and definability is lost once they become widely used. Pörksen’s use of “plastic” refers to the pliability of how these words can be used and abused but he also points out their similarity to plastic lego bricks which act as modular elements to construct larger composites. The German language makes it very easy to create new composite words by combining two words but analogous composites can be created in English by stringing together multiple words. This is especially important for one of Pörksen’s key characteristics of plastic words: they have become part of an international vocabulary with cognate words in numerous languages.

Here are some examples of “plastic words”(German originals are listed in parentheses next to the English translations) – see if you recognize them and if you can give a precise definition of what they mean:

exchange (Austausch)

information (Information)

communication (Kommunikation)

process (Prozess)

resource (Ressource)

strategy (Strategie)

structure (Struktur)

relationship (Beziehung)

substance (Substanz)

progress (Fortschritt)

model (Modell)

development (Entwicklung)

value (Wert)

system (System)

function (Funktion)

growth (Wachstum)

supply (Versorgung)

quality (Qualität)

welfare (Wohlfahrt)

planning (Planung)

Even though these words are very difficult to pin down in terms of their actual meaning, they are used with a sense of authority that mandates their acceptance and necessity. They are abstract expressions that imply the need for expertise to understand and implement their connotation. Their implicit authority dissuades us from questioning the appropriateness of their usage and displaces more precise or meaningful synonyms. They have a modular lego-like nature so that they can be strung together with each other or with additional words to expand their authority; for example, “resource development“, “information society“, “strategic relationship” or “communication process“.

How about the word “love”? Love is also very difficult to define but when we use it, we are quite aware of the fact that it carries many different nuances. We tend to ask questions such as “What kind of love? Erotic, parental, romantic, spiritual? Who is in love and is it truly love?” On the other hand, when we hear “resource development’, we may just nod our heads in agreement. Of course resources need to be developed!

Pörksen published his book during the pre-internet, Cold War era and there have been new families of plastic words that could perhaps be added to the list in the 21st century. For one, there is the jargon of Silicon Valley that used by proponents of internet-centrism. Words such as digital, cyber, internet, online, data or web have entered everyday language but we rarely think about their actual meaning. The word internet, for example, technically refers to a bunch of servers and input devices and screen connected by cables and routers but it has taken on a much broader cultural and societal significance. An expression such as internet economy should elicit the important question of who is part of the “internet economy” and who is left out? The elderly and the poor have limited access to the internet in many countries of the world but we may gloss over this fact when we speak of the internet. The words innovation, integration, global and security/safety have also become key plastic words in the 21st century.

How do these plastic words become vehicles for the imposition of rigid views and tyranny? Two recent examples exemplify this danger.

The British Prime Minister Theresa May justified Britain’s decision to leave the European Union after a campaign characterized by anti-immigrant prejudice and nationalism in a speech by invoking Britain’s new global role:

“I want us to be a truly Global Britain – the best friend and neighbour to our European partners, but a country that reaches beyond the borders of Europe too. A country that goes out into the world to build relationships with old friends and new allies alike.”

It is difficult to argue with the positive connotation of a Global Britain. Global evokes images of the whole planet Earth, and why shouldn’t Britain forge new relationships with all the people and countries on our planet? However, the nationalist and racist sentiments that prompted the vote to leave the European Union surely did not mean that Britain would welcome people from all over the globe. In fact, the plastic words global and relationships allow the British government to arbitrarily define the precise nature of these relationships, likely focused on maximizing trade and profits for British corporations while ignoring the poorer nations of our globe.

Similarly, an executive order issued by the new American president Donald Trump within a week of his inauguration banned the entry of all foreigners heralding from a selected list of Muslim-majority countries into the USA citing concerns about security, safety and welfare of the American people. As with many plastic words, achieving security, safety and welfare sound like important and laudable goals but they also allow the US government to arbitrarily define what exactly constitutes security, safety and welfare of the American people. One of the leading enforcement agencies of the totalitarian East German state was the Stasi (Ministerium für Staatssicherheit – Ministry for State Security). It allowed the East German government to arrest and imprison any citizen deemed to threaten the state’s security – as defined by the Stasi.

How do we respond to the expanding use of plastic words? We should be aware of the danger inherent in using these words because they allow people in power – corporations, authorities or government agencies – to define their meanings. When we hear plastic words, we need to ask about the context of how and why they are used, and replace them with more precise synonyms. Resist the tyranny of plastic words by asking critical questions.

Anti-Semitism and the holocaust are among the central themes in the modern German secondary school curriculum. During history lessons in middle school, we learned about anti-Semitism and the persecution of Jews in Europe during the middle ages and early modernity. Our history curriculum in the ninth and tenth grades focused on the virulent growth of anti-Semitism in 20th century Europe, how Hitler and the Nazi party used anti-Semitism as a means to rally support and gain power, and how the Nazi apparatus implemented the systematic genocide of millions of Jews.

Image of a Hitler Youth meeting from the German Federal Archive via Wikimedia

In grades 11 to 13, the educational focus shifts to a discussion of the broader moral and political context of anti-Semitism and Nazism. How could the Nazis enlist the active and passive help of millions of “upstanding” citizens to participate in this devastating genocide? Were all Germans who did not actively resist the Nazis morally culpable or at least morally responsible for the Nazi horrors? Did Germans born after the Second World War inherit some degree of moral responsibility for the crimes committed by the Nazis? How can German society ever redeem itself after being party to the atrocities of the Nazis? Anti-Semitism and Nazism were also important topics in our German literature and art classes because the Nazis persecuted and murdered German Jewish intellectuals and artists, and because the shame and guilt experienced by Germans after 1945 featured so prominently in German art and literature.

One purpose of extensively educating Germany school-children about this dark and shameful period of German history is the hope that if they are ever faced with the reemergence of prejudice directed against Jews or any other ethnic or religious group, they will have the courage to stand up for those who are being persecuted and make the right moral choices. As such, it is part of the broader Vergangenheitsbewältigung (wrestling with one’s past) in post-war German society which takes place not only in schools but in various public venues. The good news, according to recent research published in the Proceedings of the National Academy of Sciences by Nico Voigtländer and Hans-Joachim Voth, is that Germans who attended school after the Second World War have shown a steady decline in anti-Semitism. The bad news: Vergangenheitsbewältigung is a bigger challenge for Germans who attended school under the Nazis because a significant proportion of them continue to exhibit high levels of anti-Semitic attitudes more than half a century after the defeat of Nazi Germany.

Voigtländer and Voth examined the results of the large General Social Survey for Germany (ALLBUS) in which several thousand Germans were asked about their values and beliefs. The survey took place in 1996 and 2006, and the researchers combined the results of both surveys with a total of 5,300 participants from 264 German towns and cities. The researchers were specifically interested in anti-Semitic attitudes and focused on three survey questions specifically related to anti-Semitism. Survey participants were asked to respond on a scale of 1 to 7 and indicate whether they thought Jews had too much influence in the world, whether Jews were responsible for their own persecution and whether Jews should have equal rights. The researchers categorized participants as “committed anti-Semites” if they revealed anti-Semitic attitudes to all three questions. The overall rate of committed anti-Semites was 4% in Germany but there was significant variation depending on the geographical region and the age of the participants.

Germans born in the 1970s and 1980s had only 2%-3% committed anti-Semites whereas the rate was nearly double for Germans born in the 1920s (6%). However, the researchers noted one exception: Germans born in the 1930s. Those citizens had the highest fraction of anti-Semites: 10%. The surveys were conducted in 1996 and 2006 when the participants born in in the 1930s were 60-75 years old. In other words, one out of ten Germans of that generation did not think that Jews deserved equal rights!

The researchers attributed this to the fact that people born in the 1930s were exposed to the full force of systematic Nazi indoctrination with anti-Semitic views which started as early as in elementary school and also took place during extracurricular activities such as the Hitler Youth programs. The Nazis came to power in 1933 and immediately began implementing a whole-scale propaganda program in all schools. A child born in 1932, for example, would have attended elementary school and middle school as well as Hitler Youth programs from age six onwards till the end of the war in 1945 and become inculcated with anti-Semitic propaganda.

The researchers also found that the large geographic variation in anti-Semitic prejudices today was in part due to the pre-Nazi history of anti-Semitism in any given town. The Nazis were not the only and not the first openly anti-Semitic political movement in Germany. There were German political parties with primarily anti-Jewish agendas which ran for election in the late 19th century and early 20th century. Voigtländer and Voth analyzed the votes that these anti-Semitic parties received more than a century ago, from 1890 to 1912. Towns and cities with the highest support for anti-Semitic parties in this pre-Nazi era are also the ones with the highest levels of anti-Semitic prejudice today. When children were exposed to anti-Semitic indoctrination in schools under the Nazis, the success of these hateful messages depended on how “fertile” the ground was. If the children were growing up in towns and cities where family members or public figures had supported anti-Jewish agenda during prior decades then there was a much greater likelihood that the children would internalize the Nazi propaganda. The researchers cite the memoir of the former Hitler Youth member Alfons Heck:

“We who were born into Nazism never had a chance unless our parents were brave enough to resist the tide and transmit their opposition to their children. There were few of those.”

The researchers then address the puzzling low levels of anti-Semitic prejudices among Germans born in the 1920s. If the theory of the researcher were correct that anti-Semitic prejudices persist today because Nazi school indoctrination then why aren’t Germans born in the 1920s more anti-Semitic? A child born in 1925 would have been exposed to Nazi propaganda throughout secondary school. Oddly enough, women born in the 1920s did show high levels of anti-Semitism when surveyed in 1996 and 2006 but men did not. Voigtländer and Voth solve this mystery by reviewing wartime fatality rates. The most zealous male Nazi supporters with strong anti-Semitic prejudices were more likely to volunteer for the Waffen-SS, the military wing of the Nazi party. Some SS divisions had an average age of 18 and these SS-divisions had some of the highest fatality rates. This means that German men born in the 1920s weren’t somehow immune to Nazi propaganda. Instead, most of them perished because they bought into it and this is why we now see lower levels of anti-Semitism than expected in Germans born during that decade.

A major limitation of this study is its correlational nature and the lack of data on individual exposure to Nazism. The researchers base their conclusions on birth years and historical votes for anti-Semitic parties of towns but did not track how much individuals were exposed to anti-Semitic propaganda in their schools or their families. Such a correlational study cannot establish a cause-effect relationship between propaganda and the persistence of prejudice today. One factor not considered by the researchers, for example, is that Germans born in the 1930s are also among those who grew up as children in post-war Germany, often under conditions of extreme poverty and even starvation.

Even without being able to establish a clear cause-effect relationship, the findings of the study raise important questions about the long-term effects of racial propaganda. It appears that a decade of indoctrination may give rise to a lifetime of hatred. Our world continues to be plagued by prejudice against fellow humans based on their race or ethnicity, religion, political views, gender or sexual orientation. Children today are not subject to the systematic indoctrination implemented by the Nazis but they are probably still exposed to more subtle forms of prejudice and we do not know much about its long-term effects. We need to recognize the important role of public education in shaping the moral character of individuals and ensure that our schools help our children become critical thinkers with intact moral reasoning, citizens who can resist indoctrination and prejudice.

According to most of these news reports, the design of the study was rather straightforward. Schoolchildren ages 9 to 11 in a Vancouver school district were randomly assigned to two groups for a four week intervention: Half of the children were asked to perform kind acts, while the other half were asked to keep track of pleasant places they visited. Happiness and acceptance by their peers was assessed at the beginning and the end of the four week intervention period. The children were allowed to choose the “acts of kindness” or the “pleasant places”. The “acts of kindness” group chose acts such as sharing their lunch or giving their mothers a hug. The “pleasant places” group chose to visit places such as the playground or a grandparent’s house.

At the end of the four week intervention, both groups of children showed increased signs of happiness, but the news reports differed in terms of the impact of the intervention on the acceptance of the children.

The students were asked to report how happy they were and identify classmates they would like to work with in school activities. After four weeks, both groups said they were happier, but the kids who had performed acts of kindness reported experiencing greater acceptance from their peers – they were chosen most often by other students as children the other students wanted to work with.

The Huffington Post interpretation (a re-post from Livescience) was that the children performing the “acts of kindness” became more accepted by others, i.e. more popular.

Which of the two interpretations was the correct one? Furthermore, how significant were the improvements in happiness and acceptance?

I decided to read the original PLOS One paper and I was quite surprised by what I found:

The manuscript (in its published form, as of December 27, 2012) had no figures and no tables in the “Results” section. The entire “Results” section consisted of just two short paragraphs. The first paragraph described the affect and happiness scores:

There are no actual values given, so it is difficult to know how big the changes are. If a starting score is 15, then a change of 1.5 is only a 10% change. On the other hand, if the starting score is 3, then a change of 1.5 represents a 50% change. The Methods section of the paper also does not describe the statistics employed to analyze the data. Just relying on arbitrary p-value thresholds is problematic, but if one were to use the infamous p-value threshold of 0.05 for significance, one can assume that there was a significant change in the affect or mood of children (p-value <0.001), a marginally significant trend of increased life satisfaction (p-value of 0.08) and no really significant change in happiness (p-value of 0.13).

It is surprising that the authors do not show the actual scores for each of the two groups. After all, one of the goals of the study was to test whether performing “acts of kindness” has a bigger impact on happiness and acceptance than the visiting “pleasant places” (“whereabouts” group). There is a generic statement “ No significant differences were detected between the kindness and whereabouts groups on any of these variables (all ps>.18).”, but what were the actual happiness and satisfaction scores for each of the groups? The next sentence is also cryptic: “Results of t-tests mirrored these analyses, with both groups independently demonstrating increases in positive affect, happiness, and life satisfaction (all ts>1.67, all ps<.10).” Does this mean that p<0.1 was the threshold of significance?Do these p-values refer to the post-intervention versus pre-intervention analysis for each tested variable in each of the two groups? If yes, why not show the actual data for both groups?

The second (and final) paragraph of the Results section described acceptance of the children by their peers. Children were asked who they would like to “would like to be in school activities [i.e., spend time] with’’:

All students increased in the raw number of peer nominations they received from classmates (γ00 = 0.68, S.E. = 0.27, t(17) = 2.37, p = .02), but those who performed kind acts (M = +1.57; SD = 1.90) increased significantly more than those who visited places (M = +0.71; SD = 2.17), γ01 = 0.83, S.E. = 0.39, t(17) = 2.10, p = .05, gaining an average of 1.5 friends. The model excluded a nonsignificant term controlling for classroom size (p = .12), which did not affect the significance of the kindness term. The effects of changes in life satisfaction, happiness, and positive affect on peer acceptance were tested in subsequent models and all found to be nonsignificant (all ps>.54). When controlling for changes in well-being, the effect of the kindness condition on peer acceptance remained significant. Hence, changes in well-being did not predict changes in peer acceptance, and the effect of performing acts of kindness on peer acceptance was over and above the effect of changes in well-being.

This is again just a summary of the data, and not the actual data itself. Going to “pleasant places” increased the average number of “friends” (I am not sure I would use “friend” to describe someone who nominates me as a potential partner in a school activity) by 0.71, performing “acts of kindness” increased the average number of friends by 1.57. It did answer the question that was raised by the conflicting news reports. According to the presented data, the “acts of kindness” kids were more accepted by others and there was no data on whether they also became more accepting of others. I then looked at the Methods section to understand the statistics and models used for the analysis and found that there were no details included in the paper. The Methods section just ended with the following sentences:

Pre-post changes in self-reports and peer nominations were analyzed using multilevel modeling to account for students’ nesting within classrooms. No baseline condition differences were found on any outcome variables. Further details about method and results are available from the first author.

Based on reviewing the actual paper, I am quite surprised that PLOS One accepted it for publication. There are minimal data presented in the paper, no actual baseline scores regarding peer acceptance or happiness, incomplete methods and the rather grand title of “Kindness Counts: Prompting Prosocial Behavior in Preadolescents Boosts Peer Acceptance and Well-Being” considering the marginally significant data. One is left with many unanswered questions:

1) What if kids had not been asked to perform additional “acts of kindness” or additional visits to “pleasant places” and had instead merely logged these positive activities that they usually performed as part of their routine? This would have been a very important control group.

2) Why did the authors only show brief summaries of the analyses and omit to show all of the actual affect, happiness, satisfaction and peer acceptance data?

3) Did the kids in both groups also become more accepting of their peers?

It is quite remarkable that going to places one likes, such as a shopping mall is just as effective pro-social behavior (performing “acts of kindness”) in terms of improving happiness and well-being. The visits to pleasant places also helped gain peer acceptance, just not quite as much as performing acts of kindness. However, the somewhat selfish sounding headline “Hanging out at the mall makes kids happier and a bit more popular” is not as attractive as the warm and fuzzy headline “Random acts of kindness can make kids more popular“. This may be the reason why the “prosocial” or “kindness” aspect of this study was emphasized so strongly by the news media.

In summary, the limited data in this published paper suggests that children who are asked to intentionally hang out at places they like and keep track of these for four weeks seem to become happier, similar to kids who make an effort to perform additional acts of kindness. Both groups of children gain acceptance by their peers, but the children who perform acts of kindness fare slightly better. There are no clear descriptions of the statistical methods, no actual scores for the two groups (only the changes in scores are shown) and important control groups (such as children who keep track of their positive activities, without increasing them) are missing. Therefore, definitive conclusions cannot be drawn from these limited data. Unfortunately, none of the above-mentioned news reports highlighted the weaknesses, and instead jumped on the bandwagon of interpreting this study as scientific evidence for the importance of kindness. Some of the titles of the news reports even made references to bullying, even though bullying was not at all assessed in the study.

This does not mean that we should discourage our children from being kind. On the contrary, there are many moral reasons to encourage our children to be kind, and there is no need for a scientific justification for kindness. However, if one does invoke science as a reason for kindness, it should be based on scientifically rigorous and comprehensive data.